2026 Classroom Teacher

Classroom Teacher - Graduate Teachers welcome to apply Department of Education Victoria – Mount Clear VIC 3d ago , from Department of Education & Training Victoria Mount Clear Primary School's vision is "We strive to create resilient and successful individuals who are empowered to be themselves. School staff, parents, students and community work together to develop broad thinkers who can apply their skills, attitudes, values and knowledge in a changing world." The values that form the basis for education at Mount Clear Primary School include Respect, Resilience and Responsibility, and are demonstrated in all interactions within the school and wider community. Mount Clear Primary School is located 5km south of the Ballarat CBD and enrolls 223 students in Foundation to Year 6 with a current staff of 1 principal, 2 assistant principals, 3 learning specialists (literacy, numeracy, wellbeing), 17 teachers, 11 education support staff, a business manager and office administration. Our school maintains a focus on improving student achievement in learning and wellbeing. To support student and community wellbeing, the school actively engages with the Berry Street Education Model. These practices align with our School Wide Positive Behaviour Support (SWPBS) approach, ensuring a consistent, trauma-informed and strengths-based framework across the school. Learning and well-being experiences are enhanced by specialist programs in Physical Education, Art, Music, Science and Auslan. The staff work and build capacity through Professional Learning Communities (PLCs), which promote collaboration and collective responsibility for all students. PLCs help teachers know each child's learning needs and apply effective strategies and tools to guide learners to the next level of understanding or skill. Our staff are enthusiastic and continuously improve their teaching practice through professional learning, cooperation and collaboration. The current School Strategic Plan focuses on three goals supporting key improvement strategies : Goal 1 : Maximise learning growth for all students Monitor and evaluate the impact of teaching practice on student learning outcomes using the PLC approach. Strengthen teacher capacity to use data to inform differentiated and sequential learning. Enhance collaboration and cohesion of practice across the school. Goal 2 : Strengthen learner agency Build teacher capacity to activate and optimise learner agency. Embed a whole-school strategy for students to develop and monitor their own learning goals and progress. Enhance authentic learning partnerships between students, families and community stakeholders. Goal 3 : Enhance the wellbeing of all students Develop a responsive, whole school tiered approach to wellbeing. Embed inclusive teaching practices to support diverse student needs. Use evidence-based practices to support mental health. Additional information can be found at or by contacting the Principal, Cameron Landry, on . Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills, and experience in responding to student learning needs. SC2 Experience in planning and implementing high-impact teaching strategies guided by how students learn, and evaluating the impact of learning and teaching programs on student growth. SC3 Experience in monitoring and assessing student learning, using data to inform teaching practice and providing feedback to students and parents on growth and achievement. SC4 Interpersonal and communication skills; ability to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support learning, agency, wellbeing and engagement. SC5 Behaviours and attitudes consistent with Department values; continuous reflection and engagement in professional learning to improve teaching quality. Role The classroom teacher classification comprises two salary ranges – range 1 and range 2. The primary focus is on planning, preparing and teaching programs to achieve specific student outcomes, and engaging in critical reflection and inquiry to improve knowledge and skills. As teachers gain experience, their contribution beyond the classroom increases. All classroom teachers may be required to undertake additional duties if appropriate to their salary range, qualifications, training and experience. Classroom teacher – Range 2 Range 2 teachers play a significant role in improving student performance and outcomes and in developing and implementing school policies and priorities. They : Have the content knowledge and pedagogical practice to meet diverse student needs. Model exemplary classroom practice and mentor / coach other teachers in critical reflection and practice. Provide expert advice on content, processes and strategies that shape professional learning. Supervise and train student teachers. Assist staff in using student data to inform teaching approaches achieving improvement targets. Classroom teacher – Range 1 Range 1 teachers further develop skills and competencies to become effective practitioners with structured support and guidance from higher-level teachers. They are accountable for the effective delivery of their programs, supervise student teachers, and participate in policy development, project teams and co-curricula. New entrants receive structured support, mentoring and guidance to plan and teach across subjects, and participate in induction and professional learning activities. Responsibilities Direct teaching of groups of students and individual students. Contribute to the development, implementation and evaluation of a curriculum area or other school curriculum program. Undertake other classroom teaching related and organisational duties as determined by the School Principal. Participate in activities such as parent / teacher meetings, staff meetings, camps and excursions. Undertake non-teaching supervisory duties. Who May Apply Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and / or have demonstrated experience in the curriculum area(s) specified for the position. Diversity and Inclusion The Department is committed to diversity and inclusion, valuing culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. The Department provides reasonable adjustments for staff with disability and encourages flexible work. Additional support for Aboriginal and / or Torres Strait Islander candidates is available from the Koorie Outcomes Division (KOD) via Applicants seeking part-time employment are encouraged to apply and request a reduced time fraction, subject to operational requirements. Child Safe Standards Victorian government schools are child-safe environments. All staff are committed to protecting students from abuse or harm, in accordance with child safe standards. Child Safety Code of Conduct DE Values The Department's employees commit to upholding the department's values : Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. More information at DE Values Overview . Other Information All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment is subject to satisfactory pre-employment conditions check. A probationary period may apply during the first year of employment and induction / support programs. All terms and conditions of employment are available on the Department's Human Resources website at . Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class, the following conditions must be met : Provisional or full registration approved by the Victorian Institute of Teaching. If the applicant completed an Australian postgraduate level initial teaching program or course of study on or after 1 January they must demonstrate satisfactory completion of a postgraduate level accredited initial teacher education program accepted by an Australian State or Territory Teacher Regulatory Authority. If the applicant graduated from a Victorian Initial Teacher Education (ITE) program after 1 July they must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. Details of qualification requirements are updated from time to time on the Department's website. #J- Ljbffr #J-18808-Ljbffr